classes & evening programs - audubon center of the north … · the audubon center of the north...

The Audubon Center of the North Woods has aligned our classes and evening programs with the Minnesota Department of Education‘s Academic Standards. Because a majority of our participants are in grades K-8, we are currently focusing on these grades. Specifically, we have aligned our classes and evening programs with Social Studies, Science (2009), and Language Arts standards. Our classes and evening programs can also be used to meet other academic standards and we will continue working on this. Further, many of our classes are also appropriate and can easily be adapted for high school students. We are working on adapting our classes for to align them with 9-12 Academic Standards. Several charts listed below have been created to show how our classes and evening program align with and help meet Minnesota’s K-8 Academic Standards for Social Studies, Science (2009), and Language Arts:

• Classes and Evening Program Science Standards grades K-3 • Classes Science Standards grades K-8 • Evening Program Science Standards grades 4-8 • Language Arts Standards grades K-8 • Social Studies Standards grades 4-8

Classes are listed on the top of each chart, and the standards that classes meet are listed on the left side, with labels to denote if the class includes a particular standard. If every aspect of the standard is discussed thoroughly in class, it is labeled with an M, for meets. If a standard is mentioned in class and it does not go into too much detail or does not include all aspects of it, it is marked with a C, for covers. If a class does not meet any standards for that particular grade, the class is labeled with a *.

Classes & Evening Programs

Standards Charts Audubon Center of the North Woods PO Box 530, Sandstone, MN 55072 Phone: 320-245-2648; Fax: 320-245-5272 Email: [email protected] www.audubon-center.org

Science Standards for Classes and Evening Programs Grades K‐3

Key: C: Covers the standard M: Meets the standard

Grade Strand Substrand Standard

Understand that…

Code Benchmark

Anim

al Habitat

To Be a Tree

Raptors: Through Stories

Raptors: Hunting from

on High

Creepy Crawly Creatures

A Bug’s Life

K 4. Life Science 1. Structure and Function in Living Systems

1. Living things are diverse with many different observable characteristics.

0.4.1.1.1 Observe and compare plants and animals M M M M

0.4.1.1.2 Identify the external parts of a variety of plants and animals including humans.

M M C M

1 1.Life Science 1. Structure and Function in Living Systems.


1.4.1.1.1 Describe and sort animals into groups in many ways, according to their physical characteristics and behaviors.

C M M C C

2.Interdependence Among Living Systems

1. Natural systems have many components that interact to maintain the living system.

1.4.2.1.1 Recognize that animals need space, water, food, shelter and air.

M C C

1.4.2.1.2 Describe ways in which an animal's habitat provides for its basic needs.

M C C

3. Evolution in Living Systems

1. Plants and animals undergo a series of orderly changes during their life cycles.

1.4.3.1.1 Demonstrate an understanding that animals pass through life cycles that include a beginning, development into adults, reproduction and eventually death.

C M

1.4.3.1.2 Recognize that animals pass through the same life cycle stages as their parents.

C M

2 4. Life Science

1. Structure and Function in Living Systems


2.4.1.1.1 Describe and sort plants into groups in many ways, according to their physical characteristics and behaviors.

C

2 2. Interdependence Among Living Systems

1. Natural systems have many components that interact to maintain the system

2.4.2.1.1 Recognize that plants need space, water, nutrients and air, and that they fulfill these needs in different ways.

M C

2 3. Evolution in Living Systems

1. Plants and animals undergo a series of orderly changes during their life cycles.

2.4.3.1.1 Describe the characteristics of plants at different stages of their life cycles.

C

3 4. Life Science


1. Living things are diverse with many different characteristics that enable them to grow, reproduce and survive.

3.4.1.1.1 Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction.

M M M M M

3.4.1.1.2 Identify common groups of plants and animals using observable physical characteristics, structures and behaviors.

M M M M

Science Standards for Classes Grades 4‐8 Grade 4 Science Standards Key: C: Covers the standard M: Meets the standard *: does not meet grade 4 science standards Strand Substrand Standard

Understand that… Code Benchmark

*A bug’s Life

*Anim

al Signs

*Birds and Bird Banding

*Canoeing

*Climbing W

all

*Creepy Crawly Creatures

*Cross Country Skiing

Dirt Rocks and W

orms

Energy For Life

Forest Ecology

*Freezin’ Our Feathers O

ff

Lake Ecology

Leave it to Beaver

Maple Syruping

*Minnesota M

ammals

*Nature Journaling

Ojibw

e Hike

Orienteering

Porcupine Quill Em

broidery

*Predator/Prey

Reading the Landscape

Recycled Art

Skywalk H

igh Ropes

Snowshoeing

Stream Superheroes

Survivor: Northw

oods

*Team Challenge/Total Team

The forest in the Fall

Twines from

Plants

Wetlands

Wolves of the N

orth Woods

Winter Tree ID

1. The Nature of Science and Engineering

2. Practice of Engineering

1. Engineers design, create and develop structures, processes and systems that are intended to improve society and may make humans more productive.

4.1.2.1.1 Describe the positive and negative impacts that the designed world has on the natural world as more and more engineered products and services are created and used.

M C C

2. Engineering design is the process of identifying problems, developing multiple solutions, selecting the best possible solution, and building the product.

4.1.2.2.1 Identify and investigate a design solution and describe how it was used to solve an everyday problem.

M

4.1.2.2.2 Generate ideas and possible constraints for solving a problem through engineering design.

C

4.1.2.2.3 Test and evaluate solutions, considering advantages and disadvantages of the engineering solution, and communicate the results effectively.

C C

2. Physical Science

1. Matter 1. Objects have observable properties that can be measured.

4.2.1.1.1 Measure temperature, volume, weight and length using appropriate tools and units.

M C

2. Physical Science

1. Matter 2. Solids, liquids and gases are states of matter that have unique properties.

4.2.1.2.1 Distinguish between solids, liquids and gases in terms of shape and volume.

M

4.2.1.2.2 Describe how the states of matter change as a result of heating and cooling.

M M C

3. Energy 1. Energy appears in different forms, including heat and electromagnetism.

4.2.3.1.1 Describe the transfer of heat energy when a warm and a cool object are touching or placed near each other.

M C

4.2.3.1.2 Describe how magnets can repel or attract each other and how they attract certain metal objects.

M

4.2.3.1.3 Compare materials that are conductors and insulators of heat and/or electricity.

C

2. Energy can be transformed within a system or transferred to other systems or the environment.

4.2.3.2.1 Identify several ways to generate heat energy.

M

3. Earth and Space Science

1. Earth Structure and Processes

3. Rocks are Earth materials that may vary in composition.

4.3.1.3.1 Recognize that rocks may be uniform or made of mixtures of different minerals.

M C C C

4.3.1.3.2 Describe and classify minerals based on their physical properties.

M

2. Interdepen ‐dence Within the Earth System

3. Water circulates through the Earth's crust, oceans and atmosphere in what is known as the water cycle.

4.3.2.3.1 Identify where water collects on Earth, including atmosphere, ground and surface water, and describe how water moves through the Earth system using the processes of evaporation, condensation and precipitation.

C C


4. Human Interactionswith Earth Systems

1. In order to improve their existence, humans interact with and influence Earth systems.

4.3.4.1.1 Describe how the methods people utilize to obtain and use water in their homes and communities can affect water supply and quality.

C C

Grade 5 Science Standards Key: C: Covers the standard M: Meets the standard *: Does not meet grade 5 standards

Strand Substrand Standard Understand that…

Code Benchmark

A bug’s Life

Anim

al Signs Birds and Bird Banding

*Canoeing *Clim

bing Wall


*Cross Country Skiing Dirt, Rocks and W

orms

Energy for Life Forest Ecology

Freezin’ Our Feathers O

ff Lake Ecology

Leave it to Beaver Maple Syruping

Minnesota M

ammals

*Nature Journaling Ojibw

e Hike

*Orienteering

Porcupine Quill Em

broidery Predatory/Prey

Reading th e Landsca pe Recycled A

rt *Skyw

alk High Ropes

*Snowshoeing

Stream Superheroes

Survivor Northw

oods *Team

Challenge/Total Team

The Forest in the Fall Tw

ines from Plants

Wetlands

Wolves of the N

orth Woods

Winter Tree ID


1. The Practice of Science

1. Science is a way of knowing about the natural world, is done by individuals and groups, and is characterized by empirical criteria, logical argument and skeptical review.

5.1.1.1.3 Understand that different explanations for the same observations usually lead to making more observations and trying to resolve the differences.

C

2. Scientific inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations.

5.1.1.2.1 Generate a scientific question and plan an appropriate scientific investigation, such as systematic observations, field studies, open‐ended exploration or controlled experiments to answer the question.

C C

5.1.1.2.2 Identify and collect relevant evidence, make systematic observations and accurate measurements, and identify variables in a scientific investigation.

M C M C

1. Nature of Science and Engineering

3. Interactions Among Science, Technology EngineeringMathemati‐cs, and Society

2. Men and women throughout the history of all cultures, including Minnesota American Indian tribes and communities, have been involved in engineering design and scientific inquiry.

5.1.3.2.1 Describe how science and engineering influence and are influenced by local traditions and beliefs.

C C

4. Tools and mathematics help scientists and engineers see more, measure more accurately, and do things that they could not otherwise accomplish.

5.1.3.4.1 Use appropriate tools and techniques in gathering, analyzing and interpreting data.

M C M C C

5.1.3.4.2 Create and analyze different kinds of maps of the student's community and of Minnesota.

M



2. The surface of the Earth changes. Some changes are due to slow processes and some changes are due to rapid processes.

5.3.1.2.1 Explain how, over time, rocks weather and combine with organic matter to form soil.

M M M C M

5.3.1.2.2 Explain how slow processes, such as water erosion, and rapid processes, such as landslides and volcanic eruptions, form features of the Earth's surface.

M


4. Human Interaction with Earth Systems

1. In order to maintain and improve their existence, humans interact with and influence Earth systems.

5.3.4.1.1 Identify renewable and non‐renewable energy and material resources that are found in Minnesota and describe how they are used.

M C

lfenner

Typewritten Text

C

lfenner

Typewritten Text

C

5.3.4.1.2 Give examples of how mineral and energy resources are obtained and processed and how that processing modifies their properties to make them more useful.

M

5.3.4.1.3 Compare the impact of individual decisions on natural systems.

M M C M

4. Life Science


1. Living things are diverse with many different characteristics that enable them to grow, reproduce and survive.

5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system.

M M M M M M M M C MM M MM M M M M M

2. Interdependence Among Living Systems

1. Natural systems have many parts that interact to maintain the living system.

5.4.2.1.1 Describe a natural system in Minnesota, such as a wetland, prairie or garden, in terms of the relationships among its living and nonliving parts, as well as inputs and outputs.

M C C M M C M M M M M M M

5.4.2.1.2 Explain what would happen to a system such as a wetland, prairie or garden if one of its parts were changed.

C M C C M M M M

4. Human Interactions with Living Systems

1. Humans change environments in ways that can be either beneficial or harmful to themselves and other organisms.

5.4.4.1.1 Give examples of beneficial and harmful human interaction with natural systems.

M M C C M M M M M

lfenner

Typewritten Text

C

Grade 6 Science Standards Key: C: Covers the standard M: Meets the standard *: does not meet grade 6 science standards

Strand Substrand Standard Understand that…

Code Benchmark

A Bug’s Life

*Anim

al Signs *Bids and Bird Banding

*Canoeing *Clim

bing Wall


Cross Country Skiing *D

irt, Rocks and Worm

s Energy for Life *Forest Ecology


ff Lake Ecology

*Leave It To Beaver Maple Syruping

*Minnesota M

ammals

*Nature Journaling *O

jibwe H

ike Orienteering

*Porcupine Quill Em

broidery *Predator/Prey

Reading the La ndscape *Recycled A

rt *Skyw

alk High Ropes

*Snowshoeing

*Stream S uperheroes

Survivor: North w

oods *Team


*The Forest in the Fall *Tw

ines from Plants

*Wetlands

Wolves of the N

orth Woods

*Winter Tree ID


2. The Practice of Engineering

1. Engineers create, develop and manufacture machines, structures, processes and systems that impact society and may make humans more productive.

6.1.2.1.1 Identify a common engineered system and evaluate its impact on the daily life of humans

M M

6.1.2.1.2 Recognize that there is no perfect design and that new technologies have consequences that may increase some risks and decrease others.

M

6.1.2.1.3 Describe the trade‐offs in using manufactured products in terms of features, performance, durability and cost.

C

6.1.2.1.4 Explain the importance of learning from past failures, in order to inform future designs of similar products or systems.

M C

3. Interactions Among Science, Technology, EngineeringMathemati‐cs and Society

1. Designed and natural systems exist in the world. These systems consist of components that act within the system and interact with other systems.

6.1.3.1.1 Describe a system in terms of its subsystems and parts, as well as its inputs, processes and outputs.

C M

4. Current and emerging technologies have enabled humans to develop and use models to understand and communicate how natural and designed systems work and interact.

6.1.3.4.1 Determine and use appropriate safe procedures, tools, measurements, graphs and mathematical analyses to describe and investigate natural and designed systems in a physical science context.

M

6.1.3.4.2 Demonstrate the conversion of units within the International System of Units (SI, or metric) and estimate the magnitude of common objects and quantities using metric units.

C C

2. Physical Science

1. Matter 1. Pure substances can be identified by properties which are independent of the sample of the substance and the properties can be explained by a model of matter that is composed of small particles.

6.2.1.1.1 Explain density, dissolving, compression, diffusion and thermal expansion using the particle model of matter.

M

2. Substances can undergo physical changes which do not change the composition or the total mass of the substance in a closed system.

6.2.1.2.1 Identify evidence of physical changes, including changing phase or shape, and dissolving in other materials.

C

6.2.1.2.2 Describe how mass is conserved during a physical change in a closed system.

M

6.2.1.2.3 Use the relationship between heat and the motion and arrangement of particles in solids, liquids and gases to explain melting, freezing, condensation and evaporation.

C

2. Motion 2. Forces have magnitude and direction and govern the motion of objects.

6.2.2.2.3 Recognize that some forces between objects act when the objects are in direct contact and others, such as magnetic, electrical and gravitational forces can act from a distance.

M

3. Energy 2. Energy can be transformed within a system or transferred to other systems or the environment.

6.2.3.2.2 Trace the changes of energy forms, including thermal, electrical, chemical, mechanical or others as energy is used in devices.

C

6.2.3.2.3 Describe how heat energy is transferred in conduction, convection and radiation.

C

Grade 7 Science Standards Key: C: Covers the standard M: Meets the standard

*: does not meet grade 7 science standards Strand Substrand Standard

Understand that… Code Benchmark

A bug’s Life

Anim

al Signs Birds and Bird Banding

*Canoeing *Clim

bing Wall


*Cross Country Skiing Dirt Rocks and W

orms



ff Lake Ecology

Leave It to Beaver Maple Syruping

Minnesota M

ammals


e Hike

Orienteering

Porcupine Quill Em

broidery Predator/Prey

Reading th e Landscape Rec ycled A

rt *Skyw

alk High Ropes

*Snowshoeing

Stream Superheroes

Survivor: Northw

oods *Team



ines from Plants

Wetlands

Wolves of the N

orth Woods

Forest Ecology


1. The Practice of Science

2. Scientific inquiry uses multiple interrelated processes to investigate questions and propose explanations about the natural world.

7.1.1.2.2 Plan and conduct a controlled experiment to test a hypothesis about a relationship between two variables, ensuring that one variable is systematically manipulated, the other is measured and recorded, and any other variables are kept the same (controlled).

C C

7.1.1.2.3 Generate a scientific conclusion from an investigation, clearly distinguishing between results (evidence) and conclusions (explanation).

M M C

3. Interactions Among Science, Technology, EngineeringMathemati‐cs and Society

4. Current and emerging technologies have enabled humans to develop and use models to understand and communicate how natural and designed systems work and interact.

7.1.3.4.2 Determine and use appropriate safety procedures, tools, measurements, graphs and mathematical analyses to describe and investigate natural and designed systems ina life science context.

M M C

4. Life Science


1. Tissues, organs and organ systems are composed of cells and function to serve the needs of all cells for food, air and waste removal.

7.4.1.1.2 Describe how the organs in the respiratory, circulatory, digestive, nervous, skin and urinary systems interact to serve the needs of vertebrate organisms.

C M C M

2. All living organisms are composed of one or more cells which carry on the many functions needed to sustain life.

7.4.1.2.1 Recognize that cells carry out life functions, and that these functions are carried out in a similar way in all organisms, including animals, plants, fungi, bacteria and protists.

C

2. Interdependence Among Living Systems

1. Natural systems include a variety of organisms that interact with one another in several ways.

7.4.2.1.1 Identify a variety of populations and communities in an ecosystem and describe the relationships among the populations and communities in a stable ecosystem.

M M M M M M M C M C M M M M M M M M

7.4.2.1.2 Compare and contrast predator/prey, parasite/host and producer/consumer/decomposer relationships.

M M M M M C M

lfenner

Typewritten Text

C

7.4.2.1.3 Explain how the number of populations an ecosystem can support depends on the biotic resources available as well as abiotic factors such as amount of light and water, temperature range and soil composition.

M C C M C M C M M C M M C M M

2. The flow of energy and the recycling of matter are essential to a stable ecosystem.

7.4.2.2.1 Recognize that producers use the energy from sunlight to make sugars from carbon dioxide and water through a processcalled photosynthesis. This food can be used immediately, stored for later use, or used by other organisms.

M C M M C M

7.4.2.2.2 Describe the roles and relationships among producers, consumers and decomposers in changing energy from one form to another in a food web within an ecosystem.

C M C C M M C C M

7.4.2.2.3 Explain that the total amount of matter in an ecosystem remains the same as it is transferred between organisms and their physical environment, even though its form and location change.

C M C M C M

3. Evolution in Living Systems

1. Reproduction is a characteristic of all organisms and is essential for the continuation of a species. Hereditary information is contained in genes which are inherited through asexual or sexual reproduction.

7.4.3.1.3 Distinguish between characteristics of organisms that are inherited and those acquired through environmental influences.

M C M C C C C M C

2. Individual organisms with certain traits in particular environments are more likely than others to survive and have offspring.

7.4.3.2.3 Recognize that variation exists in every population and describe how a variation can help or hinder an organism’s ability to survive.

C C M C C M M M C M M

7.4.3.2.4 Recognize that extinction is a common event and it can occur when the environment changes and a population’s ability to adapt is insufficient to allow its survival.

C C C C

4. Human Interactions with Living Systems

1. Human activity can change living organisms and ecosystems.

7.4.4.1.1 Describe examples where selective breeding has resulted in new varieties of cultivated plants and particular traits in domesticated animals.

C C C

7.4.4.1.2 Describe ways that human activities can change the populations and communities in an ecosystem.

C M M M M C C M

Grade 8 Science Standards Key: C: Covers the standard M: Meets the standard *: does not meet grade 8 science standards Strand Substrand Standard

Understand that…

Code Benchmark

A Bug’s Life

*Anim

al Signs *Birds and Bird Banding

*Canoeing *Clim

bing Wall

*Creepy Crawly Creatures

*Cross Country Skiing Dirt Rocks and W

orms



ff *Lake Ecology

*Leave It to Beaver Maple Syruping

*Minnesota M

ammals


e Hike

Orienteering

Porcupine Quill Em

broidery *Predator/Prey

*Reading the Landscape Recycled A

rt *Skyw

alk High Ropes

*Snowshoeing

Stream Superheroes

*Survivor: Northw

oods *Team



ines From Plants

*Wolves of the N

orth Woods

Wolves of the N

orth Woods

Winter Tree ID


3. InteractionsAmong Science, Technology,Engineering Mathematics and Society

2. Men and women throughout the history of all cultures, including Minnesota American Indian tribes and communities, have been involved in engineering design and scientific inquiry

8.1.3.2.1 Describe examples of important contributions to the advancement of science, engineering and technology made by individuals representing different groups and cultures at different times in history.

C M M M


3. Science and engineering operate in the context of society and both influence and are influenced by this context.

8.1.3.3.3 Provide examples of how advances in technology have impacted the ways in which people live, work and interact.

M

2. Physical Science

1. Matter 1. Pure substances can be identified byproperties which are independent of the sample of the substance and the properties can be explained by a model of matter that is composed ofsmall particles.

8.2.1.1.1 Distinguish between a mixture and a pure substance and use physical properties including color, solubility, density, melting point and boiling point to separate mixtures and identify pure substances.

C

2. Substances can undergo physical and/or chemical changes which may change the properties of the substance but do not change the total mass in a closed system.

8.2.1.2.1 Identify evidence of chemical changes, including color change, generation of a gas, solid formation and temperature change.

C M C

8.2.1.2.2 Distinguish between chemical and physical changes in matter.

M C

8.2.1.2.3 Use the particle model of matter to explain how mass is conserved during physical and chemical changes in a closed system.

C



1. The movement of tectonic plates results from interactions among the lithosphere, mantle and core.

8.3.1.1.1 Recognize that the Earth is composed of layers, and describe the properties of the layers, including the lithosphere, mantle and core.

M

8.3.1.1.3 Recognize that major geological events, such as earthquakes, volcanic eruptions and mountain building, result from the slow movement of tectonic plates.

M C



2. Landforms are the result of the combination of constructive and destructive processes.

8.3.1.2.1 Explain how landforms result from the processes of crustal deformation, volcanic eruptions, weathering, erosion and deposition of sediment.

M C

8.3.1.2.2 Explain the role of weathering, erosion and glacial activity in shaping Minnesota's current landscape.

C C M

3. Rocks and rock formations indicate evidence of the materials and conditions that produced them.

8.3.1.3.1 Interpret successive layers of sedimentary rocks and their fossils to infer relative ages of rock sequences, past geologic events, changes in environmental conditions, and the appearance and extinction of life forms.

M



8.3.1.3.2 Classify and identify rocks and minerals using characteristics including, but not limited to, density, hardness and streak for minerals; and texture and composition for rocks.

M

8.3.1.3.3 Relate rock composition and texture to physical conditions at the time of formation of igneous, sedimentary and metamorphic rock.

M

2. Interdepen‐dence Within the Earth System

1. The sun is the principal external energy source for the Earth.

8.3.2.1.1 Explain how the combination of the Earth's tilted axis and revolution around the sun causes the progression of seasons.

C M


2. Interdepen‐dence Within the Earth System

1. The sun is the principal external energy source for the Earth.

8.3.2.1.3 Explain how heating of the Earth's surface and atmosphere by the sun drives convection within the atmosphere and hydrosphere producing winds, ocean currents and the water cycle, as well as influencing global climate.

C

2. Patterns of atmospheric movement influence global climate and local weather.

8.3.2.2.1 Describe how the composition and structure of the Earth's atmosphere affects energy absorption, climate, and the distribution of particulates and gases.

C

3. Water, which covers the majority of the Earth’s surface, circulates through the crust, oceans and atmosphere in what is known as the water cycle.

8.3.2.3.2 Describe how the water cycle distributes materials and purifies water.

C M

3. The Universe

1. The Earth is the third planet from the sun in a system that includes the moon, the sun, seven other planets and their moons, and smaller objects.

8.3.3.1.2 Describe how gravity and inertia keep most objects in the solar system in regular and predictable motion.

M

8.3.3.1.3 Recognize that gravitational force exists between any two objects and describe how the masses of the objects and distance between them affect the force.

C

4. Human Interactions with Earth Systems

1. In order to maintain and improve their existence, humans interact with and influence Earth systems.

8.3.4.1.2 Recognize that land and water use practices can affect natural processes and that natural processes interfere and interact with human systems.

M C C C C M M

Language Arts Standards for Classes and Evening Programs Grades K‐8

Key: C: Covers the standard M: Meets the standard

Grade Strand Sub‐Strand Standards Benchmarks

Nature Journaling

Raptors Through Stories

Land Use H

earing

Night H

ike

Of Raptors and M

en Astronom

y

K C. Comprehension

The student will listen to and understand the meaning of text.

1. Demonstrate literal comprehension by asking and answering questions about narrative and informational text. 2. Make predictions from illustrations and story content. 3. Write or draw a response that demonstrates comprehension. 4. Relate texts to prior knowledge and experiences.

M

K D. Literature The student will read or listen to a variety of texts.

1. Listen to and understand the meaning of texts representing a variety of genres (such as poetry, folk tales, drama, fantasy, realistic fiction, informational and biographical texts) from America, as well as from other countries. 2. Identify main characters and story events and actions. 3. Retell familiar stories using beginning, middle and end. 4. Respond to literature using details from the story to make personal connections. 5. Listen to and look at literature for personal enjoyment.

M

K III. Speaking, Listening and Viewing

A. Speaking and Listening

The student will communicate effectively through listening and speaking.

1. Participate in and follow agreed‐upon rules for conversation and formal discussions. 2. Follow two–step directions. 3. Attend to and understand the meaning of messages. 4. Communicate needs, feelings and ideas to peers and adults. 5. Recite and respond to poems, rhymes and songs. 6. Respond orally to language patterns in stories and poems. 7. Use voice level appropriate for language situation. 8. Ask and respond to questions.

M

1 I. Reading and Literature

C. Comprehension

The student will actively engage in the reading process and use a variety of

1. Demonstrate literal and inferential comprehension by asking and answering questions about narrative and informational text. 2. Recall and use prior learning and preview text to prepare for reading. 3. Monitor comprehension and reread as needed at points of

M

comprehension strategies to understand the meaning of texts that have been read or listened to.

difficulty, using strategies to self‐correct when needed.4. Make predictions of outcomes and verify from texts. 5. Identify or infer topic. 6. Make simple inferences and draw and support conclusions. 7. Use story illustrations to enhance comprehension. 8. Write or draw a response that shows comprehension of a story that has been read. 9. Relate texts to prior knowledge and experiences.

1 D. Literature The student will actively engage in the reading process and read, understand, respond to and appreciate a wide variety of fiction, poetic and non‐fiction texts.

1. Read from and listen to texts representing a variety of genres (such as poetry, folk tales, drama, fantasy, realistic fiction, informational and biographical texts) from America, as well as from other countries. 2. Identify and describe main characters setting and sequences of story events. 3. Respond to text and use details from stories to support interpretation and make personal connections. 4. Retell familiar stories using a beginning, middle and end. 5. Read and listen to selections for personal enjoyment. 6. Understand the role of illustrations in conveying meaning in picture books.

M

1 2

III. Speaking, listening and viewing


The student will communicate effectively through listening and speaking.

1. Participate in and follow agreed‐upon rules for conversation and formal discussions. 2. Follow two‐ or three‐step oral directions. 3. Attend to and understand the meaning of messages. 4. Communicate needs, feelings and ideas to peers and adults in complete sentences. 5. Recite and respond to stories, poems, rhymes and songs with expression. 6. Use voice level appropriate for language situation. 7. Ask and respond to questions.

M


C. Comprehension

The student will actively engage in the reading process and use a variety of comprehension strategies to understand the meaning of texts that have been read.

1. Read aloud grade‐appropriate texts (that have not been previewed) with accuracy and comprehension. 2. Recall and use prior learning and preview text to prepare for reading. 3. Analyze text by using pictures, diagrams, titles and headings. 4. Monitor comprehension, reread and use strategies to self‐correct when necessary. 5. Restate the sequence of events or ideas in a text, and summarize. 6. Identify the topic, facts and supporting details in non‐fiction texts. 7. Demonstrate literal and inferential comprehension by asking and answering questions about narrative and informational texts. 8. Make predictions about text and verify outcomes. 9. Summarize text.

M

10. Follow two‐step written directions.


C. Comprehension

The student will understand the meaning of texts using a variety of comprehension strategies and will demonstrate literal, interpretive and evaluative comprehension.

1. Read aloud grade‐appropriate text (that has not been previewed) with accuracy and comprehension. 2. Recall and use prior learning and preview text, using title, headings and illustrations, to prepare for reading. 3. Generate and answer literal, inferential, interpretive and evaluative questions to demonstrate understanding about what is read. 4. Retell, restate or summarize information orally, in writing, and through graphic organizers. 5. Infer and identify main idea and determine relevant details in non‐fiction text. 6. Monitor comprehension and use strategies to self‐correct when needed. 7. Follow three‐step written directions.

M

4 III. Speaking, Listening and Viewing


The student will demonstrate understanding and communicate effectively through listening and speaking.

1. Participate in and follow agreed‐upon rules for conversation and formal discussions in large and small groups. 2. Demonstrate active listening and comprehension. 3. Give oral presentations to different audiences for different purposes. 4. Organize and summarize ideas, using evidence to support opinions or main ideas.

M C C C

5 C. Spelling, Grammar, and Usage

The student will apply standard English conventions when writing.

1. Compose complete sentences when writing.2. Identify and correct spelling of frequently used words and common homophones. 3. Spell roots, suffixes, prefixes, and syllable constructions correctly. 4. Apply grammar conventions correctly in writing, including: a. verb tense b. adverbs c. prepositions d. subject and verb agreement e. possessive pronouns. 5. Apply punctuation conventions correctly in writing, including: a. apostrophes b. capitalization of proper nouns c. abbreviations d. sentence beginnings e. commas in a series f. quotation marks.

M

5 III. Speaking, Listening and Viewing



1. Participate in and follow agreed‐upon rules for conversation and formal discussions in large and small groups. 2. Demonstrate active listening and comprehension. 3. Distinguish between speaker’s opinion and verifiable facts. 4. Give oral presentations to various audiences for different purposes. 5. Restate or summarize and organize ideas sequentially using evidence to support opinions and main ideas.

M M C C

6 78

II. Writing A. Types of Writing

The student will create informative, expressive and persuasive writing.

1. Write frequently in a variety of forms, including but not limited to the following: poems, stories, plays, essays, journals, letters, directions, editorials, business communications and reports.

M

6 III. Speaking, listening and viewing


Students will demonstrate understanding and communicate effectively through listening and speaking.

1. Participate in and follow agreed‐upon rules for conversation and formal discussions in large and small groups. 2. Know and apply listening rules and expectations for formal settings and demonstrate comprehension. 3. Actively listen and comprehend messages. 4. Apply assessment criteria to self‐evaluate oral presentations. 5. Distinguish between a speaker’s opinion and verifiable facts. 6. Orally communicate information, opinions and ideas effectively to different audiences for a variety of purposes.

M C C C



Students will demonstrate understanding and communicate effectively through listening and speaking.

1. Participate in and follow agreed‐upon rules for conversation and formal discussions in large and small groups. 2. Know and apply listening rules for formal settings. 3. Apply assessment criteria to self‐evaluate oral presentations. 4. Distinguish between speaker’s opinion and verifiable facts and analyze the credibility of the presentation. 5. Follow a speaker’s presentation and represent it in notes. 6. Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes. 7. Adjust delivery and language in oral presentations for the intended audiences and purposes. 8. Perform expressive oral readings of prose, poetry or drama.

M C C C




1. Participate in and follow agreed‐upon rules for conversation and formal discussions in large and small groups. 2. Actively listen and comprehend messages. 3. Apply self‐assessment criteria to prepare and give oral presentations. 4. Distinguish between speaker’s opinion and verifiable facts and analyze the credibility of the presentation. 5. Follow a speaker’s presentation and represent it in notes. 6. Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and purpose. 7. Participate effectively in group meetings.

M C C C

Social Studies Standards for Classes and Evening Programs Grades 4‐8 Key: C: Covers the standard

M: Meets the standard Strand Sub‐Strand Standards Benchmarks

Ojibw

eHike

PorcupineQuillEm

broidery

Voyageurs

Leaveitto

Beaver

Maple

Syruping

Nature Journaling

Readingthe

Landscape

Snowshoeing

Twines

fromPlants

Raptors:OfRaptors

andMen

Land Use H

earing

I. U.S. HISTORY

A. Pre‐history through 1607

The student will understand that large and diverse American Indian nations were the original inhabitants of North America.

1. Students will compare ways of life of Indian Nations from different regions of North America.

M M C C C M

I. U.S. HISTORY

B. Pre‐history through 1607

The student will demonstrate knowledge of European exploration of the North American continent and the resulting interaction with American Indian nations.

1. Students will identify key European explorers and how their voyages led to the establishment of colonies. 2. Students will know and explain that interactions between American Indian tribes and European explorers had positive and negative impacts.

M C

I. U.S. HISTORY

C. Colonization and Conflict, 1607‐1780s

The student will demonstrate knowledge of the colonies and the factors that shaped colonial North America.

1. Students will explain and understand the political, religious, social, and economic events and conditions that led to the colonization of America. 2. Students will compare and contrast life within the colonies and their geographical areas, including New England, Mid‐Atlantic, and Southern colonies, and analyze their impact. 3. Students will identify the differences and tensions between the English colonies and American Indian tribes. 4. Students will understand the significance of enslaved Africans and their descendants in the economic and social life of the colonies.

M

I. U.S HISTORY

F. Expansion, Innovation, and Reform, 1801‐1861

The student will demonstrate knowledge of the early republic and how territorial expansion affected

1. Students will describe the causes and analyze the effects of the Louisiana Purchase, the War of 1812, and the Monroe Doctrine. 2. Students will analyze the

C

foreign relations. impact of territorial expansion on American Indian nations and the evolution of federal and state Indian policies. 3. Students will analyze the causes and consequences of U.S. geographic expansion to the Pacific, including the concept of Manifest Destiny and the Mexican‐American War.

MINNESOTA HISTORY GRADES 4‐8

Strand Sub‐Strand Standards Benchmarks

II. MINNESOTA HISTORY

A. Pre‐Contact to 1650

The student will demonstrate knowledge of Minnesota’s indigenous peoples.

1. Students will describe the evidence of the indigenous cultures in Minnesota, and make reasoned inferences from that evidence. 2. Students will explain the major historical aspects of Dakota and Ojibwe culture, social organization and history, and compare and contrast them.

M M M M


B. Contact and Fur Trade 1600‐1810

The student will demonstrate knowledge of early explorers and fur traders in Minnesota and the impact of the fur trade on both European and Native societies.

1. Students will describe how early explorers and fur traders affected the development of Minnesota. 2. Students will describe the economic and cultural impact of the interaction between the Dakota and Ojibwe and the explorers and fur traders.

C M M C


C. Early Settlement and Statehood 1810‐1860

The student will know and understand the factors that led to rapid settlement of Minnesota in the 19th century and the changes the new Minnesotans brought with them.

1. Students will explain why early settlers came to Minnesota and analyze their impact on political, cultural, and physical landscapes. 2. Students will describe the process of Minnesota’s becoming a territory and then a state. 3. Students will understand why and how the Minnesota Indian Nations negotiated treaties with the United States, and the impact of these treaties for the Ojibwe, the Dakota, and the settlers.

C C M


E. Industrial Era 1865‐1914

The student will know and understand Minnesota’s major industries and the economic, social, political, and technological changes that accompanied industrialization.

1. Students will know and explain the roles of people, politics, natural resources, transportation, and technology in the development of Minnesota’s early industries (lumbering, mining, and agriculture). 2. Students will describe the impact of industrialization on work, home, leisure life, politics, immigration, urbanization, and changes in the physical

C

landscape. 3. Students will describe the various goals, strategies, and accomplishments of social reform movements in Minnesota and analyze their impact.

III. WORLD HISTORY

C. Classical Civilizations and World Religions 1000 BC ‐ 600 AD

The student will describe classical civilizations in Europe and the West.

1. Students will demonstrate knowledge of ancient Greek civilization, including art, politics, and philosophy. 2. Students will demonstrate knowledge of ancient Rome, including art, politics and philosophy.

M

III. WORLD HISTORY

E. Western Civilizations, Renaissance and Reformation 1000 AD ‐ 1700 AD

The student will demonstrate knowledge of important historical, cultural, and social events in Europe during the Middle Ages.

1. Students will demonstrate knowledge of the Renaissance in Europe. 2. Students will demonstrate knowledge of the age of exploration. 3. Students will demonstrate knowledge of the Reformation including important figures of the era. 4. Students will demonstrate knowledge of scientific, political, economic and social changes starting in the 17th Century, including the Enlightenment.

M

HISTORICAL SKILLS GRADES 4‐8


IV. HISTORICAL SKILLS

A. Concepts of Time

The student will acquire skills of chronological thinking.

1. Students will develop a chronological sequence of persons, events and concepts in each historical era studied in these grades.

M M


C. Historical Inquiry

The student will analyze historical evidence and draw conclusions.

1. Students will understand that primary sources document first‐hand accounts of historical events and secondary sources may be influenced by the author’s interpretation of historical events. 2. Students will compare perspectives in primary and secondary sources and determine how the different perspectives shaped the authors’ view of historical events. 3. Students will understand the concepts of historical context and multiple causation. 4. Students will create a timeline that illustrates the relationship of their topic to other historic events.

C


C. Historical Inquiry

The student will present and explain the findings of a research project.

1. Students will analyze how historians present their work in multiple formats. 2. Students will select a presentation medium for their project and learn the skills necessary to communicate their ideas. 3. Students will articulate a clear thesis statement that explains the historical relevance of their research topic. 4. Students will learn how to cite sources and to document their research in the form of a bibliography. 5. Students will learn what constitutes plagiarism and how to paraphrase appropriately other people’s work in a new interpretive format.

GEOGRAPHY GRADES 4‐8


V. GEOGRAPHY

A. Concepts of Location

The student will identify and locate major physical and cultural features that played an important role in the history of the United States.

1. Students will locate and name all 50 states, territories, mountain ranges, major river valleys, state capitals and cities, as studied. 2. Students will locate the areas that were the major source regions for immigrants to the United States from 1800 to 1877.

C C

The student will identify and locate major physical and cultural features that played an important role in the history of Minnesota.

1. Students will locate major Minnesota ecosystems, topographic features, continental divides, river valleys, and cities.

C M

B. Maps and Globes

The student will make and use maps to acquire, process, and report on the spatial organization of people and places on Earth.

1. Students will create a variety of maps to scale. 2. Students will compare and contrast the differences among a variety of maps and explain the appropriate use of projections, symbols, coloring and shading, and select maps appropriate for answering questions they have.

M

D. Interconnecti‐ons

The student will give examples that demonstrate how people are connected to each other and the environment.

1. Students will identify factors that drew people to their local communities. 2. Students will analyze how the physical environment influences human activities.

M

The student will identify examples of the changing relationships between the patterns of settlement and land use in Minnesota.

1. Students will give examples of how changes in technology made some locations in Minnesota more suitable for urbanization than others. 2. Students will analyze how changes in transportation affected settlement of the state. 3. Students will explain the importance of site features in the establishment of Minnesota’s largest cities. 4. Students will explain the changing situation of Minnesota’s largest cities and suburbs and analyze associated effects. 5. Students will identify the areas of origin for people coming to Minnesota, explain the push and pull factors that brought people to the state, and analyze the impact of these changes. 6. Students will describe the settlement pattern of Minnesota’s largest immigrant groups. 7. Students will use regions to analyze modern agriculture in Minnesota.

M

V. GEOGRAPHY

C. Spatial Organization

The student will describe and provide examples of the primary factors behind the regional pattern of culture groups in the United States and the world.

1. Students will use regions to analyze the locational patterns of culture groups at various scales. 2. Students will use concepts and models of the process of diffusion to interpret the spread of culture traits. 3. Students will describe the regional distribution of the major culture groups of the United States (as defined by the U.S. census) and recent patterns of change. 4. Students will cite a variety of examples that illustrate how landscapes reflect the cultural characteristics of their inhabitants.

M

classes & evening programs - audubon center of the north … · the audubon center of the north...

Documents